Browsing by Author "Bortolotto M"
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- ItemShameful sins: a Reaction to Capitalist Ethics in No quiero quedarme sola y vacía (2006)(Purdue University Press, 14/12/2018) Bortolotto M; Chen, F-JIn her article “A Sinful Reaction to Capitalist Ethics in No quiero quedarme sola y vacía (2006)” María Celina Bortolotto analyzes how Lozada’s characterization of the main character, La Loca, questions the ideals of free agency offered by consumerist capitalism and the urban gay male ideal under the promise of a liberating gay lifestyle in a social context defined by identity politics. The novel is a fictionalized autobiographical account of Puerto Rican author Angel Lozada’s misadventures in the early 2000s gay scene in New York. This essay plays with the punitive sense of the word “capital” in the seven capital sins as a thematic thread to invite a reflection on the concepts of virtue and value constructed under U.S. Protestant capitalism: the former as emancipatory guilt; the latter as the specific status society grants to objects, practices and people creating, in turn, subjects whose value is purely economic versus those whose lives are deemed (morally) valuable in themselves.
- ItemTe hā o te reo: Teaching the beauty of the Māori language(Brazilian Linguistics Association., 29/09/2020) Bortolotto M; Berardi-Wiltshire ADrawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.